LANGUAGE! Live offers more for struggling readers than any other product. Proven foundational and advanced reading intervention. Peer-to-peer instruction. Literacy brain science. A captivating modern, digital platform for grades 5–12. All
in one affordable solution. More is possible
Grades K-5 blended literacy intervention
Grades 4-12 print literacy program
Grades K-12 writing program
Grades 4-12 literacy intervention
TransMath® Third Edition is a comprehensive math intervention curriculum that targets middle and high school students who lack the foundational skills necessary for entry into algebra and/or who are two or more years below grade level in
A targeted math intervention program for struggling students in grades 2–8 that provides additional opportunities to master critical math concepts and skills.
Empowers students in grades K–8 to master math content at their own pace in a motivating online environment.
Inside Algebra engages at-risk students in grades 8–12 through explicit, conceptually based instruction to ensure mastery of algebraic skills.
Developed by renowned literacy experts Dr. Louisa Moats and Dr. Carol Tolman,
LETRS® is a flexible literacy professional development solution for preK–12 educators. LETRS earned the International Dyslexia Association's Accreditation and provides teachers with the skills they need to master the fundamentals
of reading instruction—phonological awareness, phonics, fluency, vocabulary, comprehension, writing, and language.
Online professional development event is designed for preK to college educators interested in improving student success in reading and writing
Literacy solutions guided by LETRS’ science of reading pedagogy, the Structured Literacy approach, and explicit teaching of sound-letter relationships for effective reading instruction.
NUMBERS is an interactive, hands-on mathematics professional development offering for elementary and middle school math teachers.
Best Behavior Features Elements to Create a Happy, Healthy School Environment
Look to ClearSight to measure student mastery of state standards with items previously used on state high-stakes assessments. ClearSight Interim and Checkpoint Assessments include multiple forms of tests for grades K–high school.
Reliable, Research-Based Assessment Solutions to Support Literacy and Math
Enhance early reading success and identify students experiencing difficulty acquiring foundational literacy skills.
A companion tool for use with Acadience Reading K–6 to determine instructional level and progress monitoring.
Assess critical reading skills for students in grades K–6 and older students with very low skills.
Assess essential pre-literacy and oral language skills needed for kindergarten.
Predict early mathematics success and identify students experiencing difficulty acquiring foundational math skills.
Give educators a fast and accurate way to enter results online and receive a variety of reports that facilitate instructional decision making.
A brief assessment that can be used with Acadience Reading K–6 to screen students for reading difficulties such as dyslexia.
A new, online touch-enabled test administration and data system that allows educators to assess students and immediately see results, providing robust reporting at the student, class, school, and district levels.
We work with schools and districts to customize an implementation and ongoing support plan.
Grades 5-12 blended literacy intervention
Flexible literacy professional development solution for preK–12 educators.
Focused on engaging students with age-appropriate instruction and content that supports and enhances instruction.
Reading intervention for grades K–5.
At Voyager Sopris Learning®, our mission is to work with educators to help them meet and surpass their goals for student achievement.
Step Up to Writing®
Ticket to Read®
After time away from live classroom instruction and what middle schoolers knew as the “norm,” how can we make the transition back to school easier, to engage students in learning immediately, and to effectively create literacy success for all students?
How does a test taker’s response, indicated through a selection or entry in a digital assessment, get evaluated and scored by a machine? It's easy to understand that computer code can be programmed to score a multiple-choice item. If the correct answer is selected by the test taker, that selection is compared to the correct answer in the scoring program and if it matches, it is then recorded as correct. But what happens with more sophisticated technology-enhanced items or items that require written responses like essays?
A selection of short, on-demand presentations to help you make the most of professional learning time this summer. Whenever you have 30 minutes to spare, you can join a quick and informative on-demand webinar hosted by expert educators, and expand what you already know about a variety of topics.
Writing your own items is one way to gather evidence from students about their knowledge and skills. This evidence can support inferences you make about student learning to help with decisions about the next unit of instruction, placement in learning groups, needs for remediation, and other classroom choices. For writing TEIs, there are some special considerations. Here are five tips to writing your own TEIs.
Back to school 2020 will be like no other in history. As districts, schools, and families begin to work through educational plans for the new academic year, educators must address student learning loss during the extended spring school closure—known as the COVID slide. School reopening plans will vary, depending on many safety, social, and economic factors. However, one thing will be certain: teachers must have valid ways to reliably assess where students are in their progression of learning.
Learning to read in a language you are simultaneously learning to speak and understand is more complicated than learning to read in a language you already know. This is the challenge faced by millions of English learners (ELs) whose English proficiency is low and school achievement generally poor. What do we know about teaching English learners to read and write and develop as English readers and writers?
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